Teaching the Origins of WWI and the Legacy of Henry Johnson: A Hero from the Harlem Hellfighters

By

Daniel Tobias Flint

Logo by CECILIA MARIE TATTOOS

When teaching SS.912.A.4.8—“Examine key events and peoples in World War I”—to my high school U.S. History students, I strive to uncover stories that transcend mere facts and dates. World War I, often overshadowed by its successor, offers a wealth of compelling narratives that reflect both the triumphs and challenges of humanity during times of conflict. Among these narratives is the incredible story of Henry Johnson, a soldier whose bravery epitomizes resilience and whose life sheds light on the complex racial dynamics of his time.

One of the many reasons why I love teaching for Duval County Public Schools

April Slade Scott Schneider

The Origins of World War I

Before delving into Johnson’s heroism, I ensure my students grasp the web of alliances, nationalism, and militarism that ignited the Great War. We analyze the assassination of Archduke Franz Ferdinand, the role of European imperialism, and how the war’s unprecedented scale changed global dynamics. By setting the stage, my students are better equipped to understand not only the conflict’s worldwide impact but also the individual stories within it.

Henry Johnson: A Hero of the Harlem Hellfighters

Born in Winston-Salem, North Carolina, in 1892, Henry Johnson moved to Albany, New York, as a teenager, working various jobs before enlisting in the U.S. Army. He joined the 369th Infantry Regiment, better known as the Harlem Hellfighters, an all-Black combat unit attached to the French Army because of the pervasive racism within the American military. To give context, I explain to my students how Black soldiers were often marginalized by their own military. This segregation was starkly illustrated in the American Expeditionary Force’s infamous pamphlet, “Secret Information Concerning Black American Troops” (SICBAT), which was distributed to French troops to discourage fraternization with Black soldiers, warning against viewing them as equals.

Despite these barriers, the Harlem Hellfighters distinguished themselves with extraordinary courage, fighting longer than any other American unit in the war.

Johnson’s Moment of Valor

On the night of May 15, 1918, Henry Johnson and his fellow soldier Needham Roberts were on guard duty when they were attacked by a German raiding party. Vastly outnumbered and armed with only a rifle and a bolo knife, Johnson displayed unimaginable bravery, inflicting numerous casualties and driving off the attackers. His actions prevented the capture of both himself and Roberts, earning him the French Croix de Guerre, one of France’s highest military honors. After this harrowing encounter, Johnson was nicknamed “Black Death” for his fearlessness and combat prowess.

Recognition Long Overdue

Although Johnson was celebrated in France, his heroism was largely overlooked in the United States due to systemic racism. It wasn’t until 2015 that he was posthumously awarded the Medal of Honor by President Barack Obama, acknowledging his extraordinary service nearly a century after his bravery in the trenches.

The Legacy of Henry Johnson

When I teach Johnson’s story, I emphasize its dual significance: a tale of unparalleled courage and a reflection of the broader struggle for equality. Johnson's experience reminds students of the sacrifices made by African American soldiers who fought for freedom abroad while facing discrimination at home. His life story highlights the resilience of the human spirit and serves as a rallying cry for justice and recognition.

Bringing History to Life

As my students learn about figures like Henry Johnson, they begin to see history not as a static record but as a collection of voices, struggles, and triumphs that continue to shape our world. Through discussions, primary sources, and projects, we connect Johnson’s heroism to the broader narrative of World War I, the fight for civil rights, and the ongoing pursuit of equality in the United States.

By teaching SS.912.A.4.8, I hope to inspire my students to appreciate the complexities of history and the individuals who rise above adversity to make their mark. Henry Johnson and the Harlem Hellfighters exemplify how courage and determination can transcend the most challenging circumstances, leaving a legacy that continues to inspire generations.

Here is an amazing video about the hellfighters: Yohuru Williams My students always benefit from your insights.

https://youtu.be/eEuoAl1elLU?si=Ny7hvx7iwo8WK9sP

Here are some engaging strategies to teach 11th-grade U.S. History students about SS.912.A.4.8 (World War I, Henry Johnson, and the Harlem Hellfighters):

1. Interactive Timelines: Setting the Stage for WWI

• Activity: Have students create interactive timelines that trace the causes of WWI. Include key events such as the assassination of Archduke Franz Ferdinand, the alliances, and the major battles.
• Extension: Add entries for the contributions of the Harlem Hellfighters and Henry Johnson’s valor, helping students contextualize individual stories within global events.

2. Primary Source Analysis: Decoding SICBAT

• Material: Provide excerpts from the American Expeditionary Force's pamphlet “Secret Information Concerning Black American Troops” (SICBAT) alongside other primary sources, such as Henry Johnson’s Medal of Honor citation or newspaper clippings about the Harlem Hellfighters.
• Discussion: Guide students to analyze how systemic racism influenced military policy and perception of African American soldiers, sparking discussions about the implications for their service and recognition.

3. Storytelling Through Role Play

• Activity: Assign students roles as members of the Harlem Hellfighters, American Expeditionary Force officers, French commanders, or journalists reporting on the war.
• Task: Students can reenact the battle where Henry Johnson earned the nickname “Black Death” or simulate a press conference discussing the Harlem Hellfighters’ achievements.

4. Media Projects: Spotlight on Unsung Heroes

• Project: Ask students to create a video, podcast, or slide deck exploring Henry Johnson’s life. Encourage them to include:His heroic defense with Needham Roberts.The disparity between his treatment in France versus the U.S.His posthumous Medal of Honor recognition.
• Goal: This activity encourages students to synthesize historical research with creative presentation skills.

5. Compare and Contrast: Racial Dynamics in the Military

• Assignment: Compare the experiences of the Harlem Hellfighters in WWI with African American troops in later wars (e.g., the Tuskegee Airmen in WWII).
• Questions to Ponder:How did racism shape their roles?What steps were taken toward integration and recognition over time?

6. Collaborative Maps: The Harlem Hellfighters in Europe

• Activity: Create a collaborative map where students mark:Locations of key battles fought by the Harlem Hellfighters.Major events in WWI (e.g., Verdun, the Somme).Henry Johnson’s May 15, 1918, battle site.
• Extension: Connect the map to broader discussions about African American soldiers' contributions to Allied victories.

7. Art and Media Reflection: "Black Death" Nickname

• Prompt: Present students with images or illustrations of the Harlem Hellfighters, propaganda posters, and photographs. Then ask:What does Henry Johnson’s nickname reveal about perceptions of African American soldiers during WWI?How did the media shape or ignore their heroism?
• Activity: Students can design their own posters celebrating the Harlem Hellfighters.

8. Debate: Should Henry Johnson’s Heroics Have Been Recognized Sooner?

• Format: Divide students into groups arguing either for or against the timeliness of Johnson’s Medal of Honor recognition.
• Research Component: Students use evidence from historical records, modern retrospectives, and primary sources to support their arguments.

9. Museum of WWI Heroes (Class Exhibit)

• Project: Assign students to research and "curate" exhibits on:Henry Johnson.The Harlem Hellfighters.The racial dynamics in the U.S. military during WWI.
• Display: Present the exhibits in a gallery walk where students teach each other about their research.